Aspen Institute

• The Practice Base For How We Learn: Supporting Students' Social, Emotional & Academic Development outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of Distinguished Educators, calls for widespread implementation of these strategies as essential to students' success in their schools, homes, workplaces, and communities.

• Character Education Partnership aims to benefit society through school reform that addresses not only academics, but also moral, social, emotional, and ethical issues. CEP has the tools, methods, and strategies to empower teachers, parents and community members to help schools achieve the important goals of character development.

• Character education includes and complements a broad range of educational approaches such as whole child education, service learning, social-emotional learning, and civic education. All share a commitment to helping young people become responsible, caring, and contributing citizens.

• Archived webinars

Collaborative for Academic, Social & Emotional Learning (CASEL)

• CASEL is a not-for-profit organization that works to advance the science and evidence-based practice of social and emotional learning.

  • Evaluations have found that social and emotional learning enhances academic achievement, helps students develop self-management and self-control, improves relationships at all levels of the school-community, reduces conflict among students, improves teachers' classroom management, and helps young people to be healthier and more successful in school and life.

• 2013 CASEL Guide to Effective Social and Emotional Learning Programs, Preschool and Elementary School Edition

  • Published September 2012, this guide provides a systematic framework for evaluating the quality of classroom-based SEL programs. It uses this framework to rate and identify well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States. The primary goal of the Guide is to give educators information for selecting and implementing SEL programs in their districts and schools.

  • Access online version

• National Center for Mental Health Promotion and Youth Violence Prevention, Promote Prevent

  • The National Center for Mental Health Promotion and Youth Violence Prevention (National Center) provides training and technical assistance (TA) to Safe Schools/Healthy Students (SS/HS) and Project LAUNCH grantees. The mission of the National Center is to strengthen grantees' capacity in achieving their goals by offering services to improve the effectiveness, efficiency, and sustainability of their work.

• Leading an SEL School: Steps to Implement Social and Emotional Learning for All Students

  • Published in May 2011 by the National Center for Mental Health Promotion and Youth Violence Prevention and Collaborative for Academic, Social, and Emotional Learning.

  • This brief summarizes research on the importance of school leaders in successfully implementing schoolwide SEL, outlines 10 steps toward implementation of a sustainable, high-quality, schoolwide SEL program, and shares practical advice, lessons learned, and tools for implementing and sustaining SEL programming.

• Social and Emotional Learning Resources

  • Strategies for Social and Emotional Learning: Preschool and Elementary Grade Student Learning Standards and Assessment

    • Published in October 2011 by the National Center for Mental Health Promotion and Youth Violence Prevention and Collaborative for Academic, Social, and Emotional Learning.

    • Social and Emotional Learning (SEL) is an essential component of keeping children and youth safe and healthy. SEL programming delivered in schools helps students succeed in school and in life.

• Social and Emotional Learning (SEL) Toolkit for Superintendents

  • Adapted from CASEL's District Resource Center, the Districtwide SEL Essentials for Superintendents offers practical guidance and resources specifically tailored for top district leaders. At its heart are 10 high-leverage superintendent actions that promote a districtwide SEL movement and systemic, high-quality implementation. This toolkit was developed through a collaboration between CASEL and AASA, the School Superintendents Association, and informed by superintendents around the country. To learn more about AASA's Leading Social and Emotional Learning Initiative visit: aasa.org/czi.aspx.

Colorado Department of Education (CDE)

• Aligning Social Skill Acquisition with Colorado Academic Content Standards

  • Created by the Colorado Department of Education (CDE), this document provides examples for integrating teaching social skills with academic subjects.

• Colorado Positive Behavioral Interventions and Supports (PBIS)

  • The mission of the Colorado Positive Behavioral Interventions and Supports Initiative within the Colorado Department of Education is to establish and maintain effective school environments that maximize academic achievement and behavioral competence of all learners in Colorado.

• Evidence-Based Practices in School Mental Health: Social Skills

  • Published by the Colorado Department of Education (CDE) October 2005, this document provides a summary of common practices and definitions relating to social skills.

• Measuring School Climate: A Toolkit for Districts and Schools

  • This toolkit was released in October 2012 through the contributions of individuals serving on the School Climate Subcommittee of the Colorado Bullying Prevention Working Group representing critical community stakeholders and educational leadership statewide.

  • Developed by Colorado Department of Education and Colorado Education Initiative (then Colorado Legacy Foundation) with assistance from Colorado School Safety Resource Center and the Gill Foundation.

  • Effective approaches to addressing bullying focus on improving school climate as a key approach to prevent bullying in addition to teaching adults and students skills to appropriately respond to bullying when it occurs. Given the importance of school climate in bullying prevention, it is recommended that districts and schools focus on measuring school climate rather than narrowly focusing on measuring bullying. This toolkit provides guidelines for measuring school climate, assessing readiness, obtaining parent consent, using multiple sources of data to monitor climate, conducting a focus group, communicating your results, and includes a comparison of common climate surveys.

Colorado Education Initiative

• The Colorado Education Initiative is an independent non-profit that collaborates with the Colorado Department of Education (CDE), schools and districts across the state to accelerate achievement for all Colorado students.

• Social and Emotional Supports

Colorado Positive Behavioral Interventions & Supports (PBIS)

• The mission of the Colorado Positive Behavioral Interventions and Supports Initiative within the Colorado Department of Education is to establish and maintain effective school environments that maximize academic achievement and behavioral competence of all learners in Colorado.

• Technical Assistance Center on Positive Behavioral Interventions and Supports

  • The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, U.S. Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.

National Commission on Social Emotional & Academic Development

• From a Nation at Risk to a Nation at Hope

  • Recommendations from the National Commission on Social Emotional & Academic Development.

Southern Poverty Law Center

• Teaching Tolerance

  • This site is a project of the Southern Poverty Law Center. A place for educators to find thought-provoking news, conversation and support for those who care about diversity, equal opportunity and respect for differences in schools that includes publications and classroom resources.

  • Speak Up At School: How to Respond to Everyday Prejudice, Bias & Stereotypes

    • Published in 2012

    • This guide is for the adults in the school. It offers advice about how to respond to remarks made by students and by other adults and gives guidance for helping students learn to speak up as well. Modeling the kind of behavior we want from students is one of the most effective ways of teaching it.

    • Professional Development with Speak Up At School

University of California - Los Angeles UCLA

• Center for Mental Health in Schools at UCLA

  • Operating under the auspices of the School Mental Health Project at UCLA, the national Center for Mental Health in Schools was established in 1995. Our mission and aims are to improve outcomes for young people by enhancing the field of mental health in schools.

  • The center receives a constant flow of information and resources, outreaches for more, and based on ongoing assessments and analyses of needs related to policy, practice, research, and training, develops new resources and networks and provides strategic support. A key aspect of this is a focus on the latest reports, evaluations, prevalence/incidence data, and empirically and evidence based outcome studies. All identified relevant resources are added to our clearinghouse and entered as topical links on our website's Quick Find for ready access.

  • Education Leaders' Guide to Transforming Student and Learning Supports (Published - April 2014)

U.S. Department of Education

• National Center for Homeless Education (NCHE)

  • NCHE is the U.S. Department of Education's technical assistance and information center in the area of homeless education.

  • Classrooms with Revolving Doors: Recommended Practices for Elementary School Teachers of At-Risk and Highly Mobile Students

  • Classrooms with Revolving Doors: Recommended Practices for Middle Level and High School Teachers of At-Risk and Highly Mobile Students

    • Teachers whose classrooms seem to have revolving doors, with students entering, withdrawing, and even re-entering throughout the school year, face a variety of challenges in meeting the needs of such highly mobile students and their more stable peers. These information briefs highlight some of those challenges and offer recommendations. Published in 2009.

• National Positive Behavioral Interventions and Supports (PBIS)

  • The Technical Assistance Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education, to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.

  • Blueprint for School-Wide Positive Behavior Support Training and Professional Development

    • Published in September 2010, this blueprint is designed to assist schools, districts, and states in providing training and professional development for initial implementation and sustained implementation of Positive Behavioral Interventions and Supports (PBIS).

• Technical Assistance Center on Positive Behavioral Interventions and Supports

  • The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, U.S. Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.

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